ExcEllEncE in HigHEr Education Guide

1 An Integrated Approach to Assessment, Planning, and Improvement in Colleges and UniversitiesBRENT D. RUBEN, in HigHEr Education 2007 by NACUBOAll rights reserved. No portion of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the Association of College and University Business OfficersWashington, in the United States of AmericaFor information on use of ExcEllEncE in HigHEr Education Guide : An Integrated Approach to Assess-ment, Planning, and Improvement in Colleges and Universities program or materials contact Dr. Brent D. Ruben, Executive Director, Center for organizational Development and Leadership, Rutgers University, 57 1, New Brunswick, NJ of Congress Cataloging-in-Publication DataRuben, Brent in HigHEr Education Guide : an integrated approach to assessment, planning, and improvement in colleges and universities / by Brent D.

2 Ruben. p. cm. Includes bibliographical references and index. ISBN-13: 978-1-56972-042-4 (alk. paper) ISBN-13: (invalid) 978-1-56972-041-3 (workbook : alk. paper) 1. Universities and colleges--Administration. I. Title. 2007 '01--dc22 2007016465 Contents iii Preface ..v The National Context ..1An Integrated Approach to Assessment, Planning, Continuous Improvement, and Leadership ..7 The Framework and Review Process ..13 Components of the ExcEllEncE in HigHEr Education Framework ..17 Overview of the Institution, Department, or Program .. Leadership .. Purposes and Plans .. Beneficiaries and Constituencies .. Programs and Services .. Faculty/Staff and Workplace .. Assessment and Information Use .. Outcomes and Achievements ..81 Glossary ..87 Works Cited and Suggested Readings ..93 ContentsPreface The ExcEllEncE in HigHEr Education Guide integrates two influential approaches to assessment, plan-ning, and improvement.

3 The first is the Baldrige model that is, the assessment criteria and process used in the Malcolm Baldrige National Quality Award Program, developed and administered by the National Institute of Standards and Technology. The second is the set of principles employed by the HigHEr Education accrediting associations. The Baldrige model is widely acknowledged as one of the most useful and authoritative organizational assessment models ever developed,1 and the evaluative frameworks advanced by the accrediting associations are the most visible and broadly applied standards for programmatic and institutional review in colleges and The ExcEllEncE in HigHEr Education (EHE) model extends the Baldrige model to address the specific needs of HigHEr Education , and it does so in a manner that takes into account the standards and terminology used in accrediting. The result is a new model that benefits from the strengths of the Baldrige Award and accrediting frameworks.

4 Though they often use differing vocabulary, the Baldrige and accrediting models each stress the importance of institutional leadership, assessment, data-based decision making, strategic planning, outcomes measurement, and peer comparisons. They also share the position that review, planning, and continuous improvement are fundamental to institutional effectiveness and should be thoroughly integrated into the fabric of every institution aspiring to ExcEllEncE . The approaches complement one another in many respects, and together they offer what is perhaps the best available Guide to ExcEllEncE and effectiveness in HigHEr EHE model can be used by an entire college or university and by individual administrative, service, and student life organizations, academic departments, and programs within the institution. This cross-cutting capability is an extremely important characteristic of the model. Though assess-ment typically focuses on the educational activities most directly related to an institution s core mission, all divisions within a college or university are interdependent components of a system and all interact to create the experiences that are the basis for the perceptions and the reality of students, visitors, alumni, and the public, as well as faculty and staff.

5 Although distinctions among various functional units of a college or university are meaningful to those of us who work within the institution, they are much less distinguishable and less significant to external groups. For our constituencies, what matters is the quality and effectiveness of their overall learning, living, or visiting experience. The general EHE framework provides an integrated approach to assessment, planning, and improvement throughout the institution. The benefits of such an approach include the develop-ment of a unifying view of organizational ExcEllEncE , a collective sense of strengths and priorities for improvement, and a common vocabulary for communicating among faculty and staff across academic, student life, administrative, and service Information on the Baldrige National Quality Program is available at See the Council for HigHEr Education Accreditation ( ), the Middle States Association of Schools and Colleges ( ), the New England Association of Schools and Colleges ( ), the North Central Association of Schools and Colleges ( ), the Northwest Association of Schools and Colleges ( ), the Southern Association of Schools and Colleges ( ), and the Western Association of Schools and Colleges ( ).

6 I ExcEllEncE IN HigHEr EDUCATIONIt should be clear from the foregoing comments that this publication and its author owe a debt of gratitude to the Baldrige National Quality Program, the accrediting associations, and all those who have contributed to the publications of those organizations (see Works Cited and Suggested Readings ). I especially want to extend my personal thanks to Harry Hertz, executive director of the Baldrige National Quality Program; his predecessor, Curt Reimann; Steve Spangehl, director of the North Central Association, Academic Quality Program; Judith Eaton, president of the Council for HigHEr Education Accreditation; and Jean Avnet Morse, director, and Linda Suskie, executive associate director of the Middle States Commission on HigHEr Education . All have been generous with their knowledge and insights. Many thanks to my colleagues at Rutgers who have participated in the ExcEllEncE in HigHEr Edu-cation process and who have furthered its evolution.

7 There are now approximately 50 academic, student affairs, service, and administrative departments that have used the model for assessment, planning, and improvement at Rutgers, and much has been learned from each. A number of those units have also participated in research on the impact of the EHE assessment (Ruben et al. 2004; Ruben et al. 2007) and in so doing have made further contributions to the advancement of the program. I continue to be indebted to colleagues at the roughly 35 other colleges and universities that have used the ExcEllEncE in HigHEr Education framework. Special thanks to Phyllis Hoffman, Ron Coley, and John Cummins at the University of California Berkeley; Maury Cotter and Kathleen Paris at the University of Wisconsin Madison; Richard Norman, Willard Haley, and Adolph Haislar at Miami University; Louise Sandmeyer, Ann Dodd, and Carol Everett at Penn State University; John Dew at the University of Alabama; Jim Spring, Molly Nearing, and Christina Knickerbocker at the State University of New York at Binghamton; Jamie Barlowe and Nagi Naganathan at the University of Toledo; and Jill Pollock at Texas A&M University.

8 A very special note of appreciation to Johnson & Johnson for so generously sharing its knowledge and experience, with particular thanks to Karl Schmidt, Denis Hamilton, Mike Thalacker, Randy Beeman, Donnie Young, Bill Quinn, Bob Bury, Mike Burtha, and Jerry their enthusiasm about this work and assistance with publication, I want to express my ap-preciation to the administration and staff at the National Association of College and University Business Officers and, particularly, to Donna Klinger, Connie Adamson, Kathleen Dunn, Susan Jurow, John Walda, and also to Jay Morley. Thanks also to Karen Colburn for her valued assistance with the production of the book. To my colleagues at the Rutgers Center for organizational Development and Leadership, I am especially appreciative. This includes Sherrie Tromp, Barbara Corso, Joe Lopez, Kate Immordino, Yana Grushina, and Stacy Smulowitz. Thanks also to Stacey Connaughton, Travis Russ, Lisa Maha-jan, Kim Biegel, Jocelyn DeAngelis, Jen Lehr, John Fortunato, and Tricia Nolfi, each of whom has contributed to this project in recent years.

9 Brent D. RubenThe National Context the national contextHigher Education institutions contribute immeasurably to the personal and professional lives of students and enrich the intellectual, economic, and cultural fabric of their communities, states, na-tions, and beyond. Few social institutions have been as highly valued as colleges and universities. For those and other reasons the contributions of the HigHEr Education community have been generously acknowleged over the years in popular discourse, and in professional and academic presses. Despite the traditionally high regard for the work of colleges and universities, we are not insulated from the many contemporary economic, demographic, and policy pressures facing other social institutions. The list of such pressures confronting HigHEr Education is a long one, as is underscored in dramatic fashion in the following inventory developed by the Association of American Colleges and Universities (2002, 6 7).

10 Changing student demographics- Increasing proportion of college graduates as a percentage of the general population - Students lacking recommended college preparatory courses- Greater percentage of nontraditional students New enrollment patterns - Increased part-time enrollment- Multiple-institution attendance- Distance coursework The information explosion- Increases in available information- Decreased review and quality control of available information- Shift from needing to remember facts to finding and evaluating information - Increasing need for and importance of lifelong learning The technological revolution- New types of jobs for graduates- Changing nature of the classroom because of technology and online learning- Frequent changes in job requirements and the need for continuing Education ExcEllEncE IN HigHEr Education Accountability- Greater calls for measuring performance- More state regulation of the curriculum- Concerns about mandated testing - Accreditation emphasis on effectiveness and assessment New Education sites and formats- Growth in the for-profit HigHEr Education sector- Distance Education - Rise of corporate universities- More flexible teaching and learning formats The changing nature of the workplace- Emphasis on creative problem solving, teamwork, and adaptability - Need for high-level intellectual skills- Need for employees with greater technological and quantitative literacy The global nature of major challenges and opportunities- Porosity of national boundaries- Increasing international competition for students, faculty, and resources- Worldwide environmental impacts- Post September 11, 2001.